Black, full-time faculty are underrepresented in higher education generally and in the health professions specifically. Underrepresentation persists despite the proliferation of diversity, equity, and inclusions (DEI) programs across institutions. The purpose of this qualitative, instrumental case study was to explore the role of DEI programs in the recruitment, experience, and retention of Black, full-time faculty in the Andrew School of Health and Nursing (ASHN) in a private, Tier 1, research university in the Mid-Atlantic region of the United States. The study utilized the theoretical framework of critical race theory (CRT) to center race and racism in the inquiry, as well as the tenets of CRT to guide the analysis and interpretation of data. The researcher administered a demographic questionnaire and conducted semi-structured interviews with selected ASHN administrators, Board of DEI members, and faculty and professional staff from three departments within the ASHN. Additionally, the researcher conducted archival research, collected and analyzed artifacts related to DEI programs, and kept her own researcher's journal of field notes and reflections. The goal of the research was to inform the college leadership regarding the role of DEI programs in efforts to increase the number of Black, full-time faculty in the ASHN and ensure positive experiences to contribute to their retention. Analysis revealed three major themes: the evolution of DEI in the ASHN, the current context for Black faculty, and the roles and responsibilities for recruitment and retention of Black faculty. The findings informed four results: the roles and responsibilities of the Assistant Dean for DEI and the Board of DEI are explicitly defined, but there is a lack of clarity about whose role it is to focus on the recruitment, experience, and retention of Black, full-time faculty; DEI in the ASHN is anchored under a diversity parasol and consequently does not focus on programs for the recruitment, experience, and retention of Black, full-time faculty; the ASHN's DEI programs have not explicitly addressed the challenges that Black, full-time faculty experience in the ASHN; and DEI programs in the ASHN have not explicitly provided support for the retention of Black, full-time faculty. The researcher offers recommendations for practice and for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]